Assessment-in-Language-Teaching-(1)

UNIT15AssessmentinLanguageTeachingTeachingObjectivesAssessmentpurposes1Assessmentmethods2Assessmentcriteria3TestinginLassessment5Assessmentprinciples4Activity1:Discussingroups.words/sentencesrelatetoassessmentrelationshipamongtest,assessment&evaluationdefinition1.AssessmentAssessmentinvolvesthecollectingofinformationorevidenceofalearner’slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.Itisnotbasedononetestoronetask,norisitexpressedbyamarkorgrade,butratherinareportformwithscalesorlevelsaswellasdescriptionandcommentfromtheteacher.Assessmentcanbedonethroughmanywaysandmethodsofinformationgathering,formalandinformal,atdifferenttimesandindifferentcontexts.2.AssessmentPurposeSimplyspeaking,assessmentinELTmeanstodiscoverwhatthelearnersknowandcandoatacertainstageofthelearningprocessbasedonacollectionofinformation.Allthepeopleinvolvedineducationhavesomereasonstoconsiderassessmentnecessary.However,moreoften,theproblemswithassessmentarenotwithitspurposebutwiththeaspectofitsnature,thatis,methods,criteria,principlesandfeedback,etc.Activity2:Discussingroups.Whodotheassessment?Whoconcernesaboutassessment?Thepeopleinvolvedineducationhavesomereasonstoconsiderassessmentnecessary.administratorsteachersstudentsparentsActivity3:Discussingroups.Whydoweassess?Forstudents:encourageandmotivatess;helpssbecomemoreindependentlearners;letssknowtheirownprogressandbuildconfidence.Forteachers:providetheteacherwithfeedbackwithfeedbackontheteachingandlearningprocess;helptheteacherreflectontheirownteachingandadjustit;helptheteachercontinuouslyimprovethequalityoftheirteaching.Foradministrators/schools:providetheschoolwithpromptfeedbackonhowthecurriculumisworking;helpimprovetheschool’seducationalActivity4:Discussingroups.Howdoweassess?teacher’sobservations:Advantage:feedbackDisadvantage:Notveryobjective/fair/trueself-assessment&peer’sassessment:ad.:Knowwhatthey’velearnedandneedtolearned;self-developmentDisad.:HardtojudgeyourselfParents’assessment:ad.:KnowwhathadhappenedtotheirchildrenDisad.:Maynottreattheweaknessofchildrenfairly3.AssessmentMethodsTestingTeacher’sobservations(Teacher’ssubjectiveestimateofthelearners’overallperformancebyobservinginclassandlookingattheirwork)ContinuousassessmentSelf-assessmentandpeerassessmentProjectworkPortfoliosWhatkindofthingscanbeincludedinaportfolio?(p.254)Howtoassessportfolios?Smith(2002)hassuggestedthefollowingbeincludedasthecriteriaforassessingpupil’sportfolios.InclusionofalltherequiredentriesQualityoffinalrevisionsDepthofreflectionsLayoutanddesignKeepingtothetimescheduleIV.AssessmentCriteria1.Criterion-referencedassessmentCriterion-referencedlanguageassessmentisbasedonafixedstandardorasetcriterion.2.Norm-referencedassessmentNorm-referencedassessmentisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentorgroupofstudentswhosescoresaregivenasthenorm.3.Individual-referencedassessmentIndividual-referencedassessmentisbasedonhowwellthelearnerisperformedrelativetohisorherownpreviousperformance.A:Objectivestandardofabilitylevel;D:Difficulttodesign,especiallyforclassroomteachers.Maximizethedistinctionamongindividualsinagivengroup;Difficulttodecidethe“norms”.Makestudentsawareoftheirprogress;Encouragestudents;Lackofcomparisonamongstudentscriteria1.Criterion-referencedassessment2.Norm-referencedassessment3.Individual-referencedassessmentAssessmentcriteriaAssessmentcriteria(The2ndtype)DiagnosticevaluationFormativeevaluationSummativeevaluationAdvantagesanddisadvantagesofdifferentassessments--Task75.AssessmentPrinciplesAssessauthenticuseoflanguageinreading,speaking,listeningandwriting;Assessliteracyandlanguageinavarietyofcontexts;Assesstheenvironment,theinstruction,andthestudents;Assessprocessesaswellasproducts;Analysepatternsoferrorsinlanguageandliteracy;Bebasedonnormaldevelopmentalpatternsandbehaviourinlanguageandliteracyacquisition;Clarifyandusestandardswhenassessingreading,writingandcontentknowledge;Involvingstudentsandparents,aswellasotherpersonnelintheassessmentprocess;Beanongoingpartofeveryday.Whatisevaluation?Evaluation,accordingtoCameron(2001:222),canbeconcernedwith“awholerangeofissuesinandbeyondlanguageeducation:lessons,courses,programs,andskillscanallbeevaluated.”Itinvolvesmakinganoveralljudgmentaboutone’sworkorawholeschool’swork.Itproducesaglobalviewofachievementusuallybasedonmanydifferenttypesofinformation.6.TestinginAssessmentWhatistesting?Testingoftentakesthe‘pencilandpaper’formanditisusuallydoneattheendofalearningperiod,forexampleattheendofatwomonths’learning,halfaterm’slearning,awholesemester’slearningorattheendofawholeprogramme.Theresultisoftenexpressedbyamark,gradeoraratio.Students’testscoresarecomparedwitheachotherandsometimesrankedforselectionpurposes.Features:--oneofthedifferentwaystocollectinformation;--asingle-occasion,unidimensional,timedexercise;--usuallyinmultiplechoiceorshort-answerform;formalandstandardized.Drawbacks:Notafairsampleof